scholarly journals An approach to teaching general chemistry II that highlights the interdisciplinary nature of science

2011 ◽  
Vol 39 (2) ◽  
pp. 110-116 ◽  
Author(s):  
Takita Felder Sumter ◽  
Patrick M. Owens
Keyword(s):  
General Chemistry ◽  
Nature Of Science ◽  
Interdisciplinary Nature ◽  
Approach To Teaching

scholarly journals Understanding the nature of science and scientific progress: A theory-building approach

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Maria Chuy ◽  
Marlene Scardamalia ◽  
Carl Bereiter ◽  
Fleur Prinsen ◽  
Monica Resendes ◽  
...  
Keyword(s):  
Nature Of Science ◽  
Knowledge Building ◽  
Scientific Progress ◽  
Theory Building ◽  
Collaborative Project ◽  
Technological Support ◽  
Constructivist Inquiry ◽  
Inquiry Approach ◽  
Approach To Teaching

In 1993 Carey and Smith conjectured that the most promising way to boost students’ understanding of the nature of science is a “theory-building approach to teaching about inquiry.” The research reported here tested this conjecture by comparing results from two Grade 4 classrooms that differed in their emphasis on and technological support for creating and improving theories. One class followed a Knowledge Building approach and used Knowledge Forum®, which together emphasize theory improvement and sustained creative work with ideas. The other class followed an inquiry approach mediated through collaborative project-based activities. Apart from this, the two classes were demographically similar and both fell within the broad category of constructivist, inquiry-based approaches and employed a range of modes and media for investigative research and reports. An augmented version of Carey and Smith’s Nature of Science Interview showed that the Knowledge Building approach resulted in deeper understanding of the nature of theoretical progress, the connections between theories and facts, and the role of ideas in scientific inquiry.

scholarly journals Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

2020 ◽  
Vol 14 (12) ◽  
pp. 122
Author(s):  
Yusran Khery ◽  
Masjudin Masjudin ◽  
Ahmad Muzaki ◽  
Baiq Asma Nufida ◽  
Yesi Lesnawati ◽  
...  
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Nature Of Science ◽  
Conceptual Understanding ◽  
Scientific Literacy ◽  
Population Sample ◽  
Sampling Technique ◽  
Control Group ◽  
Suitable Model ◽  
Control Group Design

Development of student understanding of nature of science, conceptual understanding, and scientific literacy on learning must be supported by proper learning process. An offline and online environment on mobile learning oriented with Nature of Science oriented learning can be considered to commit. Mobile-Nature of Science (Mobile-NOS) is suitable model of learning for this purpose. Evaluating the influence of Mobile-NOS model of learning application towards Students' understanding of nature of science, chemistry concept understanding, and scientific literacy on general chemistry learning are focus of this study. This study was carried out by posttest only control group design, in form of quasi experimental. There are 44 sample determined by saturated sampling technique of general chemistry students as population. Sample divided into two group equally, the experimental and control group. Data were collected by understanding nature of science questionnaire, scientific literacy test, and chemistry conceptual understanding test. Data was analyzed by independence sample t test. The result of the study showed that the application mobile-NOS model of learning make students better on understanding of nature of science, conceptual understanding, and scientific literacy

AN APPROACH TO TEACHING MEDICAL CHEMISTRY THAT HIGHLIGHTS INTERDISCIPLINARY NATURE OF SCIENCE

2015 ◽  
Author(s):  
Aris Kaksis ◽  
◽  
Agnese Brangule ◽  
Mihails Halitovs ◽  
◽  
...  
Keyword(s):  
Teaching And Learning ◽  
First Year ◽  
Physics Students ◽  
University Curriculum ◽  
Interdisciplinary Nature ◽  
Separate System ◽  
Approach To Teaching ◽  
Medical Chemistry ◽  
The University ◽  
First Year Medical Students

Thermodynamics is a branch of physics that deals with questions concerning energies and work of a system. It is one of the key topics for understanding processes in the universe as well as any separate system like a gas mixture or a single cell in a biological system. Thermodynamics is included in the university curriculum for engineering, chemistry and physics students as well as medical student curriculum. This paper outlines the problems faced by first year medical students learning thermodynamics at Riga Stradinš University. We describe a medically relevant context based approach to teaching that demonstrates the interdisciplinary nature of medical chemistry, molecular biology and biochemistry. Our method provides a model in which disciplinary barriers are diminished and increased effectiveness of teaching is achieved. Key words: interdisciplinary teaching, medical chemistry, thermodynamics, teaching and learning thermodynamics.

scholarly journals Content Analysis of the Discussion of the Atom in General Chemistry Textbooks Using Evaluation Criteria Based on the Nature of Science and Philosophy of Chemistry

KIMIKA ◽  
2017 ◽  
Vol 27 (2) ◽  
pp. 50-62
Author(s):  
Angelo Julian E. Perez ◽  
Armando, Jr. M. Guidote ◽  
Gilbert U. Yu ◽  
Michael Ner E. Mariano
Keyword(s):  
General Chemistry ◽  
Electronic Structure ◽  
Content Analysis ◽  
Nature Of Science ◽  
Atomic Structure ◽  
Evaluation Criteria ◽  
Philosophy Of Chemistry ◽  
Model Based ◽  
Chemistry Textbooks ◽  
Societal Dimensions

Evaluation criteria are adapted from previous textbook analyses on the nature of science (NOS) in general chemistry textbooks. These criteria are used to determine how certain NOS dimensions are mentioned and elaborated in those textbooks. Such dimensions emphasize that chemistry is (1) tentative, (2) empirical, (3) model-based, (4) inferential, (5) has technological products, (6) employs instrumentation, and (7) possesses social and societal dimensions. Three book chapters were read and evaluated: the first (on chemistry in general); the second (on atomic structure); and the sixth or seventh chapters (on the electronic structure of atoms). The relevant content in each textbook were rated using the following rubric: Satisfactory and Explicit (S, 2 points); Mention and Implicit (M, 1 point); and No Mention (N, 0 point). Silberberg (2009) has the highest score among the six textbooks with 12 points out of the maximum of 14. It was rated S for five criteria, the most among the six textbooks. Despite the presence of some N evaluations, all textbooks have mentioned some or all of the NOS dimensions formulated, resulting to M and S ratings. This study concludes that NOS dimensions are already present in various ways and varying degrees in each textbook.

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